Citations (22)
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Jorge Preciado, Krystle Jalalian-Chursky, Jennifer Norton, Ira Rasikawati & Rick Eigenbrood. (2023) Achieving positive classroom experiences for Latino K-5 students. Journal of Latinos and Education 22:3, pages 911-925.
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Sara Maria Castro Olivo, Sarah Ura & Ana dAbreu. (2022) The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2. Journal of Applied School Psychology 38:4, pages 380-396.
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Elizabeth Vera, Amy Heineke, Anna Schultes & Plamena Daskalova. (2022) Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers. Journal of Educational and Psychological Consultation 32:4, pages 416-453.
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Imelda Murrieta & Katie Eklund. (2022) Universal Screening to Detect Emotional and Behavioral Risk Among English Language Learners. School Psychology Review 51:4, pages 441-453.
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Matthew C. Lambert, Allen G. Garcia, Michael H. Epstein, Douglas Cullinan & Jodie D. Martin. (2021) A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener. Journal of Applied School Psychology 37:1, pages 43-68.
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James Soland & Lia E. Sandilos. (2021) English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth. Journal of Education for Students Placed at Risk (JESPAR) 26:1, pages 20-44.
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Kate Niehaus, Jill L. Adelson, Aubrey Sejuit & Jiali Zheng. (2017) Native language background and academic achievement: Is socioemotional well-being a mediator?. Applied Developmental Science 21:4, pages 251-265.
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Articles from other publishers (15)
Nathaniel J. Hunsu, Adurangba V. Oje, Emily E. Tanner-Smith & Olusola Adesope. (2023) Relationships between risk factors, protective factors and achievement outcomes in academic resilience research: A meta-analytic review. Educational Research Review, pages 100548.
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Sara Castro-Olivo, Kayla Witcher, Hector Rivera & Wualu Altamira. (2023) A Systematic Review of the Effects of Mentoring Programs in English Learners. Contemporary School Psychology.
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Qianyi Gao, Anna Hall, Sandra Linder, Alison Leonard & Meihua Qian. (2021) Promoting Head Start Dual Language Learners’ Social and Emotional Development Through Creative Drama. Early Childhood Education Journal 50:5, pages 761-771.
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Sara Castro-Olivo, Jessica Furrer & Nicholas Yoder. 2021. Motivating the SEL Field Forward Through Equity. Motivating the SEL Field Forward Through Equity
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Elizabeth Vera, Amy Heineke, Plamena Daskalova, Anna K. Schultes, Juan Pantoja‐Patiño, Britt Duncan, Chelsea Yanuaria & Claire Furtado. (2021) Emergent bilingual high school students' social and emotional experiences. Psychology in the Schools 58:10, pages 1932-1961.
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Tameisha Hinton, Erin Dowdy, Michael J. Furlong, Karen Nylund-Gibson, Delwin Carter & Rhea Wagle. (2020) Examining the Social Emotional Health Survey-Secondary for Use with Latinx Youth. Journal of Psychoeducational Assessment 39:2, pages 242-246.
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Victoria A. Schlaudt, Lourdes Suarez-Morales & Ryan A. Black. (2020) Exploring the Relationship of Acculturative Stress and Anxiety Symptoms in Latino Youth. Child & Youth Care Forum 50:2, pages 261-276.
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Genesis D. Arizmendi, Jui‐Teng Li, M. Lee Van Horn, Stefania D. Petcu & H. Lee Swanson. (2021) Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature. Learning Disabilities Research & Practice 36:1, pages 56-75.
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Maria Isolina Ruiz. (2019) Beyond Traditional Response to Intervention: Helping Rural Educators Understand English Learners’ Needs. Rural Special Education Quarterly 39:1, pages 35-53.
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Matthew C. Lambert, Allen G. Garcia, Stacy-Ann A. January & Michael H. Epstein. (2018) The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study. Psychology in the Schools 55:3, pages 229-239.
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Sara Castro-Olivo, Jorge Preciado, Loan Le, Mia Marciante & Melissa Garcia. (2018)
The effects of culturally adapted version of
First Steps to Success
for Latino English language learners: Preliminary pilot study
. Psychology in the Schools 55:1, pages 36-49.
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Patricia E. Carroll & Alison L. Bailey. (2015) Do decision rules matter? A descriptive study of English language proficiency assessment classifications for English-language learners and native English speakers in fifth grade. Language Testing 33:1, pages 23-52.
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Alison L. Bailey & Patricia E. Carroll. (2015) Assessment of English Language Learners in the Era of New Academic Content Standards. Review of Research in Education 39:1, pages 253-294.
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Sara M. Castro-Olivo, Gregory J. Palardy, Loren Albeg & Ariel A. Williamson. (2013) Development and Validation of the Coping With Acculturative Stress in American Schools (CASAS-A) Scale on a Latino Adolescent Sample. Assessment for Effective Intervention 40:1, pages 3-15.
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Kathleen Lynne Lane, Catherine Richards-Tutor, Wendy Peia Oakes & Kristin Connor. (2013) Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale With Elementary Age English Learners. Assessment for Effective Intervention 39:4, pages 219-232.
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